What is it about?
This study is about understanding why some primary school children experience more anxiety than others. It examined 1,001 children aged 7–10 years in Sikkim to determine how common anxiety is and what factors are linked to it. The research focused on children’s coping styles (how they deal with stress), behavior patterns, prosocial qualities (such as helping and cooperating), and family background. The key finding was that anxiety is more strongly related to how children cope with stress than to general behavior problems. Children who avoid problems, withdraw, or engage in self-criticism tend to have higher anxiety, while those who use problem-solving, express emotions, and seek support tend to have lower anxiety. The study highlights the importance of teaching healthy coping skills in schools to reduce anxiety in young children.
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Why is it important?
This study is important because anxiety in young children often goes unnoticed but can affect learning, social relationships, and long-term mental health. By showing that coping style is more strongly linked to anxiety than general behavior problems, the study helps shift focus from labeling children as “difficult” to teaching them healthier ways to manage stress. Identifying that (Prevalence) 22.5% of children showed elevated anxiety symptoms highlights the need for early school-based support. The findings provide practical guidance for schools and policymakers to design simple, preventive programs that strengthen problem-solving skills, emotional regulation, and peer support, potentially reducing anxiety before it becomes more severe in adolescence.
Perspectives
From my perspective, this publication is about changing how we understand childhood anxiety. Instead of viewing anxiety mainly as a behavior problem, the study shows that how children cope with stress is more important. Among 1,001 primary school children in Sikkim, nearly one in four had elevated anxiety, and maladaptive coping — such as avoidance, withdrawal, and self-criticism — was the strongest predictor. This is important because coping skills can be taught. The findings suggest that schools should focus on strengthening emotional regulation, problem-solving, and peer support rather than only addressing behavior problems. Early, school-based interventions that build healthy coping may help reduce anxiety and improve long-term resilience in children.
Dr. Samrat Singh Bhandari
Sikkim Manipal University
Read the Original
This page is a summary of: Coping and behavior as predictors of childhood anxiety: an SEM-based analysis in school-going children, Frontiers in Psychiatry, February 2026, Frontiers,
DOI: 10.3389/fpsyt.2026.1759096.
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